Teaching maths to learners whose first language is not English

Learners having to learn maths in a second language can have difficulties and make errors, both when speaking and writing in the second language. How can a teacher or a parent help in this regard?

Maths has its own specialised language, grammatical patterns, and rules, and while learners are learning English they must also learn the unique meanings that some English words have in a mathematical context. One has thus to focus on mathematical content as well as the related language skills that underpin mathematical comprehension. Learners have to be able to read and solve word problems, communicate their mathematical thinking, and work with their peers to complete a task.

In order to understand maths concepts, learners have to:

Understand that many common English words have unique meanings in maths: table, cone, bring down, group, pie, net, function, etc.

Have a word wall, flash cards and mathematical notebooks where each concept is used in a sentence, has a definition, picture/diagram, description, and even a native language translation if possible

Use the active tense (‘Peter gave me fifteen rand’) rather than the passive tense (‘I was given fifteen rand by Peter’)

Use real examples and illustrations to develop new concepts

Ask your learners any questions thus compelling them to speak as much English as possible. Ask individual learners questions so that each class member is encouraged to speak on their own. Give them enough time to give an answer or ask them to discuss the question in pairs to come up with an answer